Last edited by Dogore
Thursday, July 23, 2020 | History

2 edition of Academic achievement of gifted high school students found in the catalog.

Academic achievement of gifted high school students

Leslie J. Nason

Academic achievement of gifted high school students

patterns of circumstances related to educational achievement of high school pupils of superior ability.

by Leslie J. Nason

  • 373 Want to read
  • 1 Currently reading

Published by University of Southern California Press in Los Angeles .
Written in English

    Subjects:
  • Gifted children -- Education

  • Edition Notes

    Based on dissertation, University of Southern California, 1954.

    SeriesUniversity of Southern California education monograph series -- 17., Southern California education monograph -- 17.
    Classifications
    LC ClassificationsLC3993 .N3
    The Physical Object
    Pagination92 p.
    Number of Pages92
    ID Numbers
    Open LibraryOL18845893M
    LC Control Number58008969

    impact on students, academic achievements at secondary school level in southern districts of Khyber Pakhtunkhwa. Similarly the result and analysis of table 3 also indicated that there is positive relation between school library and students’ academic achievement at secondary school level in southern districts of Khyber Size: KB. The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30) gifted and talented students studying at Al-Kourah Pioneer Center for gifted.

    Books and Publishers • A Nation Deceived: How Schools Hold Back America’s Brightest Students – Institute for Research and Policy on Acceleration (IRPA) • Freeing our families from perfectionism - Greenspon, T. • Teaching Gifted Students in the Regular Classroom - Winebrenner, Size: KB. standing the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that edu-cators and counselors are aware of the experiences gifted students may face. Implications for educators and counselors are discussed. Keywords.

    Underachievement in Gifted Students. While gifted students learn easily and think deeply and creatively about various topics, they often fall prey to underachievement, when test scores or other. Underachievement is a pervasive problem which results in a tremendous waste of human potential in this country, even among our most able students. Studies have generally shown the dropout rate among gifted high school students enrolled in regular public schools to .


Share this book
You might also like
By-laws, rules, and orders, for the better regulating of hackney-coaches

By-laws, rules, and orders, for the better regulating of hackney-coaches

Program materials for Intellectual Property/Antitrust Law Seminar

Program materials for Intellectual Property/Antitrust Law Seminar

Bernie

Bernie

Yours truly -

Yours truly -

Families with disabilities in the United States

Families with disabilities in the United States

The dust off their feet

The dust off their feet

Mini Owners Workshop Manual/69 to 88

Mini Owners Workshop Manual/69 to 88

Reason and experience.

Reason and experience.

Farms loans

Farms loans

Adams ABC.

Adams ABC.

Mrs. Falchion

Mrs. Falchion

Environmental diplomacy

Environmental diplomacy

Heights of ecstasy

Heights of ecstasy

Academic achievement of gifted high school students by Leslie J. Nason Download PDF EPUB FB2

Academic achievement of gifted high school students. University of Southern California Press, (OCoLC) Online version: Nason, Leslie J. Academic achievement of gifted high school students.

University of Southern California Press, (OCoLC) Document Type: Book: All Authors / Contributors: Leslie J Nason. Peterson () followed achieving and underachieving gifted high school students into college and found that achievers' sureness and earlier determination of career direction suggested that direction may be a factor in successful achievement.

The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students.

Participants in this study were students (76 girls and boys). Sixty-one students were from the fourth grade, 43 from the fifth grade. In the present study, the authors examined the predictive role of three Big Five personality traits (conscientiousness, agreeableness, and openness to experience) on academic achievement within the sample of gifted students.

Self-regulatory efficacy and autonomous and controlled types of motivation served as mediators in these by: 2. know, however, that academic achievement also depends on a child’s circum-stances and situations, the quality of schools and teachers, and many other fac-tors.

Researchers thus have also studied academic proficiency, achievement gaps, graduation and dropout rates, student and school improvement over time, and students’ success after high File Size: KB.

As Alice Miller () describes in her classic book on achievement pressures, The Drama of the Gifted Child as one suburban high school student put it, "give lip service" to character, "but when it comes down to it, all they really care about is our grades." It will not be easy for many parents to convey to children that academic.

The quality of teaching, in particular, has been emphasized as a predictor of student achievement. Altogether, there are valuable cross-sectional studies investigating many predictors of academic achievement. A further focus in educational research has been placed on tertiary educational research.

Richardson, et al. Elementary School (Grades 3 - 5)-- A small percentage of academically gifted students have needs that cannot be met by the regular classroom program. These students must be provided an appropriate education in an all-day, self-contained classroom where they receive all of their instruction at an accelerated level of presentation and with.

High achievers are not necessarily gifted, although some high achievers are also gifted. High achievers are often externally motivated by the desire to get good grades or even high praise.

They can also often be motivated by stickers with smiley faces. However, high achievement is not a sign of giftedness. Each school district must report the academic achievement record (AAR) of students who have completed a minimum, recommended, advanced (distinguished), or foundation high school program.

The transcript forms must include the required standard content for the AAR. The words “academic achievement record” and “transcript” are interchangeable. Study of Individual Factors Influencing on Academic Achievement Motivation in High-School Female Students HosseinZainalipour, Eghbal Zarei and Fatemeh Dayeripour* University of Hormozgan, Minab Street, Bandar Abbas, Iran * Corresponding author’s Email: [email protected] ABSTRACT: The present paper is a research seeking for analysis of Author: Eghbal Zarei, Fatemeh Dayeripour, Bandar Abbas.

Socio Economic Status and its Relation to Academic Achievement of Higher Secondary School Students. We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]).

The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students Cited by: Students who are gifted and also have learning disabilities are those who possess an outstanding gift or talent and are capable of high performance, but who also have a learning disability that makes some aspect of academic achievement difficult.

PDF | The main aim of this study was to investigate whether predictors such as perfectionism, school motivation, learning styles and academic | Find, read and cite all the research you need on.

students—particularly minority and low-income students—to high levels of academic achievement. To be clear, what follows is a discussion about intellective competence—not intelligence. (Refer to the appendix for key terms and definitions that appear in this report.) The National Study GroupFile Size: KB.

The Academic Decathlon is a event scholastic competition for teams of high school students. Each high school enters a team of nine students: 3 "A" or Honor students, 3 "B" or Scholastic students, and 3 "C" or Varsity students.

Academic Triathlon U.S. Academic Triathlon is a five-person challenge for students grades 5 through Designation as Gifted in the High Achievement Ability Category. Grade 2 only: Students who demonstrate high achievement on a nationally standardized, norm-referenced, group administered measure of verbal and non-verbal school abilities (i.e., OLSAT-8).

A score of 95% or above on the Total Age-Based Percentile Rank. Iranian magazine of training in medical science, Pourshafeyi, H,(). studying the relation between self esteem and academic achievement of senior high school students of Qaen (M.A thesis), teacher training University, Shamsabadi R,().finding norms and studying emotional structure of Bar-Ann’s emotional intelligence questionnaire Cited by: 5.

In line with their higher achievement, gifted students also report higher academic self-concepts (Davis & Connell, ; Preckel, Go¨tz, & Frenzel, ; Rost & Hanses, ). They further seem.

¾ high academic achievement does school work well brags, egotistical, impatient with others ¾ fluent, verbal facility forceful with words, numbers; leads others into negative behavior leads peers in positive ways ¾ individualistic asserts self and ideas, has few friends, stubborn in beliefsFile Size: 74KB.Extensive research has shown that the underachievement of capable children is an area of concern for many parents and educators.

This study investigated the role of parents in enhancing academic performance of underachieving students in Akinyele Local Government Area of Oyo State, Nigeria. The study adopted a descriptive survey design.

A sample size of one hundred () was randomly .• improved academic achievement and/or higher standardized test results; • instruction that fits the academic needs of the accelerated student; • access to more challenging options in the high school years; and • reduction of the time needed for students to complete high school and college Size: KB.